Tom Bennett – författare

‘Tom Bennett is the voice of the modern teacher.’ - Stephen Drew, Senior Vice-Principal, Passmores Academy, UK, featured on Channel 4’s Educating EssexDo the findings from educational science ever really improve the day-to-day practice of classroom teachers?Education is awash with theories about how pupils best learn and teachers best teach, most often propped up with the inevitable research that ‘proves’ the case in point. But what can teachers do to find the proof within the pudding, and how can this actually help them on wet Wednesday afternoon?. Drawing from a wide range of recent and popular education theories and strategies, Tom Bennett highlights how much of what we think we know in schools hasn’t been ‘proven’ in any meaningful sense at all. He inspires teachers to decide for themselves what good and bad education really is, empowering them as professionals and raising their confidence in the classroom and the staffroom alike. Readers are encouraged to question and reflect on issues such as: the most common ideas in modern education and where these ideas were bornthe crisis in research right nowhow research is commissioned and used by the people who make policy in the UK and beyondthe provenance of education research: who instigates it, who writes it, and how to spot when a claim is based on evidence and when it isn’tthe different way that data can be analysedwhat happens to the research conclusions once they escape the laboratory. Controversial, erudite and yet unremittingly entertaining, Tom includes practical suggestions for the classroom throughout. This book will be an ally to every teacher who’s been handed an instruction on a platter and been told, ‘the research proves it.’

‘Tom Bennett is the voice of the modern teacher.’ - Stephen Drew, Senior Vice-Principal, Passmores Academy, UK, featured on Channel 4’s Educating EssexDo the findings from educational science ever really improve the day-to-day practice of classroom teachers?Education is awash with theories about how pupils best learn and teachers best teach, most often propped up with the inevitable research that ‘proves’ the case in point. But what can teachers do to find the proof within the pudding, and how can this actually help them on wet Wednesday afternoon?. Drawing from a wide range of recent and popular education theories and strategies, Tom Bennett highlights how much of what we think we know in schools hasn’t been ‘proven’ in any meaningful sense at all. He inspires teachers to decide for themselves what good and bad education really is, empowering them as professionals and raising their confidence in the classroom and the staffroom alike. Readers are encouraged to question and reflect on issues such as: the most common ideas in modern education and where these ideas were bornthe crisis in research right nowhow research is commissioned and used by the people who make policy in the UK and beyondthe provenance of education research: who instigates it, who writes it, and how to spot when a claim is based on evidence and when it isn’tthe different way that data can be analysedwhat happens to the research conclusions once they escape the laboratory. Controversial, erudite and yet unremittingly entertaining, Tom includes practical suggestions for the classroom throughout. This book will be an ally to every teacher who’s been handed an instruction on a platter and been told, ‘the research proves it.’

Teachers run rooms, and leaders run schools. But schools are much more than just rooms in a row, and running them is a complex business. And if the behaviour isn't right, then nothing else is. Which makes it vital that leaders are trained to manage behaviour at the institutional level, but too many have to reinvent the wheel for themselves. No more. Using his experience of visiting over 1200 schools in 16 countries, Tom has distilled the wisdom of hundreds of experts into this concise guide to creating the culture of a school so that all students - and staff - flourish: Running the School.

"Teacher" offers a new approach to professional development that focuses on building an individual teaching personality, rather than following a rule book. Most teacher manuals talk about what teachers need to do. That's useful enough, especially for new teachers. But no list, however long, can anticipate every circumstance, and in teaching unusual circumstances are an integral part of everyday life. But how do experienced teachers know what to do? Successful teachers develop a Teaching Character; they've worked on the qualities and personality traits that they need in order to cope successfully with the full spectrum of situations that being a teacher can involve. Veterans don't ask themselves, 'What does the teaching guide book tell me?' when confronted with difficult situations - they react instinctively, based on the character skills they've developed over time. Unfortunately, for most people this process of learning is unguided, and unconscious. It's time for a self-help manual that actually helps.This book includes case studies and anecdotes, chapter summaries and humorous illustrations to help teachers reflect on what it means to be a teacher, and why it is the most rewarding profession there is.

Fifty favorite columns from Atlanta's journalistic giants.

This volume aims to produce a better understanding of the relationship between tradition and justice in Africa. It presents six contributions of African scholars related to current international discourses on access to justice and human rights and on the localisation of transitional justice. The contributions suggest that access to justice and appropriate, context-specific transitional justice strategies need to consider diversity and legal pluralism. In this sense, they all stress that dialogical approaches are the way forward. Whether it is in the context of legal reforms, transitional processes in post-war societies or the promotion of human rights in general, all contributors accentuate that it is by means of cooperation, conversation and cross-fertilization between different legal realities that positive achievements can be realized. The contributions in this book illustrate the perspectives on this dialectical process from those operating on the ground, and more specifically from Sierra Leone, Mozambique, Malawi, South Africa, Uganda and Rwanda. Obviously, the contributions in this volume do not provide the final outcome of the debate. Rather, they are part of it.